The Metacognitive Strategies and Writing Competence of Grade 11 Students in a Philippine Public High School

Abstract

Metacognitive strategies are vital in enhancing students’ writing competence, but local studies correlating them are limited. Thus, this descriptive-comparative and correlational study examined the use of the metacognitive strategies and the writing competence of 303 Grade 11 students of a public high school. Data gathered using a researcher-made survey questionnaire and a test led to the recommendation for the Division of Negros Occidental to adopt the proposed syllabus for English for Academic and Professional Purposes.

Keywords

• Education, Language learning, Metacognitive strategies, Writing competence, Descriptive-correlational, Philippines